Role of the Dual Stage Model of Creative Cognition for EvaluatingCreativity in English Language Classrooms at the Primary Level

Abstract

This study is an attempt to measure creativity in English-language classrooms through the dual-stage model of creative cognition. Creativity may be assessed in Pakistani English-language classrooms because it is  usually hindered in schools at the primary level. The model used was the dual-stage model of creative cognition, i.e., generative and non-generative stages. The outline of the model proposes that individuals may benefit from both stages, but at individual stages, they benefit from one stage rather than both stages. Two abilities were tested. There is the ability to think logically and analytically, as well as make associations. The tests used were the Remote Associate Test (RAT) and the Torrance Test of Creative Thinking (TTCT verbal part). The RAT test consisted of 30 items. A few items were selected from an online source, and a few were made manually. The TTCT test consists of nine statements to get feedback about teaching and learning practices. The tests were processed through statistical measures. The students were enrolled in a private school in Faisalabad. The sample of the study was class 7th and 8th of Al-Faisal Grammar High School,  Faisalabad. The results proved the hypothesis correct: the model suggests that students would get more benefit from one stage than from two.